We have compared the recently introduced generalized simulated annealing ͑GSA͒ with conventional simulated annealing ͑CSA͒. GSA was tested as a tool to obtain the ground-state geometry of molecules. We have used selected silicon clusters (Si n , nϭ4 -7,10) as test cases. Total energies were calculated through tightbinding molecular dynamics. We have found that the replacement of Boltzmann statistics ͑CSA͒ by Tsallis's statistics ͑GSA͒ has the potential to speed up optimizations with no loss of accuracy. Next, we applied the GSA method to study the ground-state geometry of a 20-atom silicon cluster. We found an original geometry, apparently lower in energy than those previously described in the literature.
Gamification is defined as the use of game design elements in a non-game context. In higher education, gamification is a methodology intending to motivate students to acquire academical knowledge and soft skills, while keeping them engaged and pleased with the learning process. This study reports the application of a gamified class concerning electric resistors, the first of a 12-topic discipline offered to 2nd-year students in physics and engineering. Adopting a Flipped Classroom methodology and a narrative based on household power consumption, traditional contents about resistors and electricity were taught. Also, instructions about how to use an ohm-meter and how to configure an electronic spreadsheet to do basic statistics were given. In order to customize and enrich the class, some optional contents (usually in a video) were made available. The access to the experimental activities was constrained by approval in four graded quizzes. Every activity was acknowledged by virtual coins to be converted in benefits (extra time to run final examinations, permission to consult class appointments and the opportunity to re-discuss a mistake in the final examination) and points, to rank students (leaderboard). Forty-five students attended the gamified class. No control group was implemented because this study aimed to find a good design for a gamified class, not to compare traditional to active methodologies. The overall student acceptance was excellent, and they reported that gamification can be a more engaging methodology than traditional classes, further developing soft skills and academic knowledge. However, the time spent to run the gamified class must be arranged, reducing the time inside the classroom. The opportunity to perform the experiment was considered essential, and could not be substituted by videos or texts since new doubts and concerns are pointed out during the practice when the teacher is present. Gamification can be a methodology capable of engaging and being enjoyable students, giving them more than just information but also soft skills.
Abstract2 sets of homoeopathic medicines prepared from Lycopodium clavatum (6cH, 12cH and 100cH) and the dynamized water and ethanol mixture used (3cH and 6cH) were analysed using ultraviolet spectroscopy. The spectra for each set of Lycopodium and dynamized solvent were similar and differed from that of the inert solvent. The 2 sets of dynamized medicines nevertheless showed significant differences. These results suggest the possible introduction of contaminants during the dynamization process, the effects of which on clinical results are considered.
Abstract3 sets of potentized hydroalcoholic solutions were analyzed by ultraviolet spectroscopy in order to observe changes due to the dynamization process. For the sets prepared in pharmacies, the spectra from dynamized solutions were different from those of inert solutions; for the set prepared under more rigorous conditions of cleanness, no significant difference could be noted. These results indicate the presence of contaminants in commercial homoeopathic medicines. We discuss the implications of this for scientific research.
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